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Notions of creativity are increasingly central to educational scholarship and policies, but few studies attend to the intersection between Health and Physical Education (H/PE) and creativity. In this paper we explore the literature on creativity in education and identify how creativity is represented across a broad spectrum of enquiry yet limited in relation to specifically H/PE. Writing from an Australian context, we examine how the key ideas and propositions from the Australian Curriculum for Health and Physical Education and the Critical and Creative Thinking capability raise important questions regarding the social emergence of educative creative purpose and potential in H/PE. We outline the utility of a 'creative ecologies' conceptual framework to consider contemporary practices in H/PE, and apply this to two purposively selected resources; to showcase their contextual eminence for creative learning in H/PE pedagogy and practice. The first resource, Phenomenom!, was funded by Horticultural Innovation Australia to develop food literacy and is linked to cross-curriculum learning outcomes. The second resource, Fitter. Faster. Better, is a St Martin's Youth drama-arts performance where students were prompted to design and perform a fitness programme for adults. Utilising the creative ecologies framework we illustrate the complexity of interconnected creative processes in H/PE as a series of networked elements and cultural flows (policies, practices, products, process, material environments, and partnerships). This framework is then used to identify how the two educational resources exemplify and open up a socially creative practice in both H/PE and everyday life. Our theoretical developments offer new ways to identify, design and enact quality creative and contemporary socio-cultural H/PE curriculum within a broader creative ecology. [ABSTRACT FROM AUTHOR]

This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two well-established research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two emerging research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders. [ABSTRACT FROM AUTHOR]

The article reviews the paper "A Review of Young People and the Arts: An Agenda for Change" by Sue Giles which discusess recent developments in theatre-making by and for young people and children. Topics discussed include history of Australian Theatre for Young Audiences and Youth Arts; analysis of theatre in education; and recent government policies that focus on STEM subjects in the school curriculum and within education policy.

In this article from nearly 40 years ago, Ray Goodlass discusses key issues relating to drama’s place in the curriculum. He draws on key theorists and practitioners from the time, including Slade, Way, Heathcote and Courtney, to illustrate major considerations in the arts and drama curriculum design process. Goodlass considers a range of curriculum models, reminding us that it is to our advantage to consider the full range of possibilities. [ABSTRACT FROM PUBLISHER]

This article provides a summary of the current literature (1975-2015) on the subject of effective 'simulated patient' training, with a focus on developing best practice for actor preparation for simulated patient work. There has been a great deal written about the efficacy of simulation in health care, and the importance of training for actors in simulation learning is acknowledged by a range of academics. This article discusses the theatrical and performative contexts of simulated patients and the training needs for actors. It concludes that actors must be acutely aware of the educational needs of the students, and the importance of maintaining a controlled and equitable learning environment. Understandings from this literature review are currently informing the project Acting 4 Health, in which drama students are trained as simulated patients for learning events in nursing at the University of the Sunshine Coast. [ABSTRACT FROM AUTHOR]